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Services
SEND and Alternative Provision Strategy
In Barnsley, we are ambitious for all our children and young people. We know that some children and young people will need additional support at times so that they can be included and achieve their full potential, and we are committed as a partnership across the local area to achieve this.
Vision and aim
The vision is for every child and young person in Barnsley to be included and to thrive in their education and community so that they can develop independence, lead fulfilling lives and achieve outcomes that are important to them. Through early identification, assessing and meeting needs, and securing improved outcomes, we will know that our children are getting the right support at the right time and in the right place. This strategy sets out the ambition and priorities as a local area.
The aim is for children and young people to be educated closer to home, in their communities, able to access local health and social care services and local social opportunities. We want children and young people to remain with their families and live the best adult life that they can. We want Barnsley to be an economically vibrant and sustainable community. We have developed and are implementing the Barnsley Great Childhoods Ambition, which is to support children and young people to reach their full potential based on providing a range of experiences and learning opportunities in their communities and have the best start in life.
By taking a partnership and whole system approach across the local area, we know that we must work together, in what is recognised as a challenging and complex system requiring national, systemic change. We must make the best of our shared resources, commit to the proposed national reforms and take a collective responsibility to achieve this.
About this strategy
This strategy sets out our ambition for children and young people with special educational needs and for children who require alternative provision. We want children and young people to have a flexible offer and the right environment to support them in their schools and settings. Where alternative arrangements are required, these are of high quality, delivering suitable and appropriate education, providing flexibility as step out where appropriate and meeting the needs of children who have been permanently excluded and require interim arrangements until an alternative source of education is resumed.
Our success as a partnership is measured by how well our children and young people succeed as they prepare and move into adulthood. We will know this by young people securing employment, living independently, being included and involved in their local communities and living healthy lives.
People and population
Barnsley's population is over 240,000, with over 21% of children and young people aged 0 to 18 years old. There are 127 square miles which include six principal towns alongside Barnsley: Cudworth, Goldthorpe, Hoyland, Penistone, Royston and Wombwell. Barnsley has had a market charter since 1249. Although, the last coal mines closed in 1994, Barnsley has a strong cultural heritage and identity linked to this industry. Barnsley’s demographic is 93% White British.
Deprivation
Deprivation continues to affect a significant number of families in Barnsley. The 2025 Index of Multiple Deprivation (IMD) ranks Barnsley as the 40th most deprived local authority in England, out of 296. 32 areas in Barnsley fall in the top 10% of most deprived in the country. A significant proportion of children and young people (15.1%) are growing up in households where no adults work compared to 9.4% nationally.
30.6% of children and young people live in ‘low income’ households in Barnsley compared to 22.1% nationally and 30.4% regionally. Barnsley has the lowest healthy life expectancy for women in England (52.6 years) and the second lowest for men (52.9 years).
Working within this context, requires the local area partnership to work closely and collaboratively as a system to support our children and young people to thrive, be ambitious and succeed for the future of the people and place.
Demographic profile of Barnsley
Population over 240,000 - 21% are under the age of 18 (Census 2021).
Our demographic is 93% White British.
Deprivation continues to affect a significant number of families in Barnsley. The 2025 Index of Multiple Deprivation ranks Barnsley as the 40th most deprived local authority in England (out of 296):
36th for education, skills and training
8th for health deprivation and disability
23rd for employment deprivation
Barnsley maintains 3236 education, health and care plans (EHCPs) for children and young people aged under 25 (as of September 2025).
Most common primary needs: speech, language and communication needs, social, emotional and mental health difficulties, and specific learning difficulty.
47.5% of children with an EHCP are eligible for free school meals (vs 30.5% of all school children), showing a strong correlation between SEND and deprivation (School Census, January 2025).
72.5% of maintained EHCPs are for boys, largely aligned with national trends (70.6%) (June 2025).
How this strategy has been created
This strategy has been coproduced through the SEND and Alternative Provision Local Area Inclusion Partnership Board. A number of workshops were held with representation from young people, parents, carers and key stakeholder across education, health and social care.
The partnership was tasked with identifying key priorities in SEND for the local area, incorporating national reforms and using consultation and engagement findings already gathered.
The process and approach enabled everyone to share their views, thoughts and opinions, with everyone in the same room, committed to the local area SEND and Alternative Provision Strategy development.
Where we are now
Below are some areas of progress that have been achieved since the last SEND Strategy. As a partnership, improving outcomes for children and young people has been a key priority. The majority of children and young people with SEND now achieve good outcomes. Whilst attendance is improving and suspensions are reducing, we know there is still more to do.
Progress and impact
Barnsley SEND Community Consortium is in it’s third year ensuring parents' lived experience is shaping strategic decision making.
Expanded parent-carer participation opportunities to 1460 parent and carers in the 2024/25 academic year.
The percentage of young people with an education, health and care plan (EHCP) in a further education setting remains above national average.
47.5% of children were educated in mainstream settings, which is an increase from 44.4% and is above national average.
The percentage of children at SEN support has risen to 13.7%, an increase of 3.5% since January 2021.
Academic outcomes at key stage 2 for SEN support have significantly improved from 2024, and are above national level for combined reading, writing and maths.
Academic outcomes at key stage 2 for those with an EHCP are above national level in reading and inline with national for maths.
Academic outcomes at key stage 4 for those at SEN support are above regional level.
Academic outcomes at key stage 4 for those with an EHCP continue to perform above regional and national peers.
Key stage 5 SEND students outperformed their regional and national peers.
Barnsley places third nationally for phonics.
All- Age Autism Strategy co-produced with children, young people and their parents and carers.
Validated autumn term data for primary SEND suspensions is below regional and national level.
Primary attendance for pupils with SEND is above national level in validated data for 2024/25 (two terms).
240 additional specialist places have been secured in Barnsley.
7.8% of young people in the not in education, employment or training (NEET) cohort in Barnsley had an EHCP which is lower than national and regional level.
The timeliness for issuing of EHCPs is significantly above the national average - 89.3% in January 2026.
Local profile of need
Below sets out the local profile of need for children and young people with SEND across Barnsley:
3236 education, health and care plans (EHCP) maintained at September 2025 (an increase from the 3044 at the time of the SEN2 2024 return).
SEN support is continuing to increase – 13.7% at October 2025 Census (highest ever reported).
1629 children open to the Targeted Early Help Service at January 2026 (351 EHCP and 616 SEN support).
979 children open as children in need at January 2026 (235 EHCP and 203 SEN support).
294 children on child protection plans at January 2026 (25 EHCP and 39 SEN support).
387 children looked after at January 2026 (60 EHCP and 52 SEN support).
47.5% of children and young people with an EHCP educated in mainstream schools at January 2026.
26.5% of children and young people with an EHCP educated in special schools at January 2026.
16.5% of young people with an EHCP are in further education at January 2026.
Speech, language and communication needs 26% at January 2025 Census.
Social, emotional and mental health difficulties 20.3% at January 2025 Census.
Specific learning difficulty 19.3% at January 2025 Census.
Governance and accountability arrangements
The diagram below sets out how the SEND and Alternative Provision Local Area Partnership operates within a wider strategic context and how key priorities are shared and understand across Education, Health and Social Care.
National reforms supporting whole system change
We welcome the opportunities set out in the national reforms which will be key levers and enablers to achieve our vision for special educational needs and alternative provision in Barnsley. This strategy will align with the local area SEND reform implementation plan for Barnsley.
All of the strategies emphasise the importance of inclusion, whether this be in schools, settings or communities. The importance of easy access to support, flexible delivery and an approach that is needs led and data driven. The voice of children, young people and their families is the golden thread throughout all the above strategies and programmes. Services will be integrated and support our children and young people with SEND from the earliest opportunity through to supporting young people to live their best lives.
Schools white paper
The schools white paper was published in 2026 by the government, outlining its vision and strategic priorities for the education system. It typically sets out reforms aimed at raising standards, improving outcomes for pupils, and ensuring all schools deliver a high-quality education. The paper may cover areas such as curriculum development, teacher training, accountability measures, and support for disadvantaged students. Its proposals are intended to guide future legislation and shape the direction of national education policy.
Special educational needs and disabilities (SEND) reforms
The special educational needs and disabilities (SEND) reforms described within the schools white paper focus on ensuring that pupils with additional needs receive tailored support to help them achieve their full potential. Key measures include strengthening early identification of SEND, improving access to specialist services, and promoting inclusive practices within mainstream schools. The white paper also emphasises enhancing teacher training regarding SEND, increasing accountability for outcomes, and providing targeted funding to support disadvantaged pupils. These reforms are designed to create a more equitable education system where every child, regardless of their needs, can thrive and succeed.
Best Start in Life Strategy
Through the Best Start in Life Strategy (2025), a greater emphasis on SEN is clear. Better early identification, more support in early years settings, further support for families and increased readiness for school. This strategy emphasises the community delivery model and provides a community routed front door, from pregnancy, through early years with a reach to 19 to 25 years for those who have SEND.
Families First programme
The Families First programme (2025) offers opportunity for a single point of access into services for families. This will allow services to be readily available in communities where children, young people and their families live. The vision for a whole family approach delivered in Barnsley will support some of our most vulnerable children and young people in our communities.
National Youth Strategy
The National Youth Strategy (2026) is a government-led framework designed to support young people’s development, wellbeing, and active participation in society. It sets out priorities and actions to ensure that all young people, regardless of background or circumstance, have access to opportunities that enable them to fulfil their potential. The strategy promotes inclusivity, focusing on removing barriers and providing tailored support for those who may face additional challenges.
Special educational needs and disabilities (SEND) are specifically addressed within the National Youth Strategy, highlighting the importance of creating accessible youth services and activities. The strategy underlines the need for collaboration between education, health, and social care sectors to ensure that young people with SEND receive appropriate support and are included in mainstream youth programmes wherever possible. This approach aims to promote equality, enable full participation, and improve outcomes for young people with SEND, aligning with the broader objectives of the strategy to ensure no one is left behind.
Integrated care boards
Further changes within the integrated care boards (ICB) were announced in 2025. These changes will be on a local, regional and national level as the new ICB structures embed. Working closely with health commissioners and providers is critical to the successful delivery of the SEND and Alternative Provision Strategy and the wider reforms.
Our vision for inclusion and special education needs and disabilities (SEND)
In Barnsley we will use all of the opportunities set out in the reforms and national strategies to achieve the ambition and vision of Barnsley being an inclusive borough. This strategy is one that is based on trauma informed practice and relational approaches. The school’s white paper provides a platform for further inclusion to be achieved. More children and young people will be supported in mainstream schools and settings through the proposed three tier SEN support model. The implementation of inclusion bases in all schools will support children and young people to remain and thrive in their schools. Their needs will be met through a flexible and responsive system of support.
Our vision for inclusion in communities builds on our sufficiency strategy to make sure we have enough provision in our borough so that children can be educated where they live. We are ambitious and will be securing additional provision for specialist placements and alternative provision. This is alongside supporting mainstream settings to develop their inclusion bases.
Our vision for inclusive practice will be achieved through workforce development and a comprehensive continuous professional development (CPD) offer. This will build on the SEND improvement model and our success will be measured by children and young people achieving and succeeding. We will work closely with our schools and settings to co-produce a workforce strategy that is equipped to deliver the reforms, vision and ambition set out in this strategy.
‘Experts at Hand’ will build on existing good practice and further develop the upskilling of our workforce. Our success will be that more children and young people remain in mainstream education, receive the support they need at the right time, delivered in a flexible and responsive way. The workforce will have greater confidence to deliver inclusive education.
Our vision for alternative provision
In Barnsley we want there to be an increased and flexible offer for children and young people who may at some point in their education need an alternative offer. We know that alternative provision needs to expand in Barnsley and be part of the offer to support attendance, reduce exclusions and to maintain a sense of belonging.
We want children and young people to be valued and visible and where they feel that they belong to their local school and communities, and they feel included. We will be a consistently trauma-informed borough, with all professionals understanding our children and young people’s needs.
Where children and young people need more help, we will provide high quality alternative provision that we are proud of and which we know will support success. The SEND and Alternative Provision Strategy will focus on describing what is universally available for all children in mainstream settings with high quality, inclusive teaching which meets children’s individual needs. Our settings will know where to go and who to ask for support through early intervention and workforce training.
The vision for alternative provision in Barnsley is one where skilled staff provide quality education, that lead to good outcomes. For some children and young people, this may be a short term intervention and for others this maybe a longer, individualised plan. Which ever model of alternative provision young people access, it will be a positive experience, raising self-esteem, ambition and supporting their next point of transition.
Building on the success of the green panel and improved early identification, the collaborative partnership will continue to support more children and young people to remain in mainstream education. This will be supported by the future development of inclusion bases in mainstream settings, for children and young people who require step in and step out provision. Inclusion bases will allow children and young people to receive the intervention, support and environment they require at specific times.
The alternative provision providers will be critical to facilitate the success of children and young people returning to education, whether this is through the fair access panel process or on an individual level. The partnership with school leaders is essential to achieving this vision and through the Barnsley Schools' Alliance we will continue to drive improvement. There is a shared commitment to reducing exclusions, suspensions and improving attendance.
Our priorities were identified by our local area partnership as being the key drivers to improve the lived experience for children and young people in Barnsley. The partnership includes children, young people, parents and carers, who set out what they want to see in our area, why it's important, and how we'll see that change has been achieved.
Priority one – voice and influence
“Nothing about us without us."
Include our voices in commissioning, quality assurance, and decision making — with clear participation standards and chances to observe, attend and participate in meetings when SEND is on the agenda.
Our local area SEND partnership will:
Make information accessible and co-designed with young people and parents/carers. Build our voice into commissioning and quality assurance.
Create a simple participation training package so everyone across Children’s Services understands the Barnsley way of doing co-production. Track participation numbers and understanding over time.
Create regular opportunities for children and young people, parents and carers to contribute and participate in local decision making and shaping our local area.
Endorse a shared participation standard for all Children’s Services (and partners), with a rollout plan and metrics.
Widen opportunities for children, young people, parents and carers to have their say (including children in alternative provision and for children who use alternative forms of communication).
Even better will include:
A 'Barnsley participation training package' to support the workforce working with children and young people in SEND and alternative provision.
More opportunities for young people to get involved in long term projects and programmes, including commissioning and shaping our future SEND services.
More recognition of siblings’ needs and the role they play and the support they need.
We will know we have got this right when:
Information is accessible and is informed by children and young people, parents and carers (local offer).
The voice of children, young people, parents and carers is threaded through the commissioning cycle.
The voice of children, young people, parents and carers is threaded through the quality assurance.
There are more opportunities for participation.
There is delivery of training packages and continuous professional development opportunities for families, schools and settings.
Impact: we will know the difference we have made when:
The lived experience of children, young people and their parents and carers tells us:
The local offer is easily accessible with accessible information.
They have been involved in shaping new commissioned provision.
They experience consistent practice standards of participation across Children’s Services.
They are able to access increased participation activity across the local area.
Priority two – access to inclusive education
“Support and ambition, side by side.”
We want a Barnsley model where mainstream schools have the right support (inclusion bases, and services that support wellbeing and a therapeutic offer). Transitions are planned early and children and young people have a sense of belonging. There will be reduction in partial timetables, exclusions and attendance will improve by providing the right support at the right time. (Experts at Hand)
Our local area SEND partnership will:
Develop flexible pathways and transitions including alternative provision, allowing children and young people to return to a full time offer of education at the earliest opportunity and support in place to achieve this.
Be ambitious for children with SEND and for children accessing alternative provision through the development of a high quality alternative education offer and with aspirational routes into employment.
Increase opportunities for children and young people to access wellbeing support in their local communities and reducing missed education for health appointments.
Expand the 'team around the school' model to link support services, providing a coordinated offer.
Create an 'inclusive model of education' for Barnsley. This will set out a framework for inclusive practice, belonging and a culture that supports all children and young people in schools, settings and alternative provision.
Even better will include:
Transition planning at the earliest opportunity and one which supports at each age and phase of education.
Ambitious pathways that will increase opportunities to secure employment. This includes an accessible primary and secondary curriculum which will equip children and young people with the skills to progress into adulthood.
Implement the proposed model of ‘Experts at Hand’ in schools and settings to reduce missed learning.
The 'team around the school'' model to be embedded across the local area.
There are enough places for children and young people with SEND to access their education in their communities.
There are enough places in alternative provision, that is a flexible model allowing children and young people to step out when necessary and access day six provision if they are permanently excluded.
We will know we have got this right when:
Children achieve good outcomes.
There is a reduction in numbers of children awaiting a placement.
There is a reduction in suspensions, exclusions and partial timetables, and increased attendance.
There is an embedded model of 'team around the school', and the ‘Experts at Hand’ offer is available to all schools and settings.
There is an agreed model across the local area of inclusion that supports transition and the graduated response.
Impact – we will know the difference we have made when:
The lived experience of children, young people and their parents and carers tells us:
Children and young people with SEND achieve inline or exceed national expectations.
More children and young people are thriving in local schools and settings.
Quality assurance demonstrates consistent high quality of education, including alternative provision.
Children and young people are ready to access the next stage of their education provision.
Priority three – access to inclusive community opportunities
“Live in our communities, safely and confidently.”
Our local, universal activities are accessible and inclusive. Expand opportunities for youth groups which are published on the local offer. Keep building positive relationships with police and community so we feel safe and welcomed everywhere.
Our local area SEND partnership will:
Expand the short breaks offer to include providers offering a flexible blend of options.
Provide inclusive universal activities inclusive such as Scouts, Guides, cadets, church youth groups, Base 71, Duke of Edinburgh, Erasmus-style international opportunities — promote the inclusive offer clearly and train community leaders to meet diverse needs safely.
Expand travel and independence training and practical travel support, so that the travel experience is accessible and results in greater independence.
Promote community awareness and safety by continuing joint work with police and community services to build understanding of SEND.
Develop a community inclusion training offer for the voluntary/youth sector and publish an 'inclusive activities' hub on the local offer.
Even better will include:
Inclusion training for community groups.
Clear, accessible local offer information showing which groups can support SEND children and young people.
Expanded travel training and support for those who can’t use standard buses.
Community and police awareness work to continue so young people feel safe everywhere.
We will know we have got this right when:
There is an increased, flexible short breaks offer.
There is an inclusive, universal offer for children and young people with SEND.
We have an expanded development of the community family hubs offer for children and young people with SEND aged 0 to 25.
There is a wider, accessible travel programme.
We have an increased awareness, understanding of acceptance of difference.
Impact – we will know the difference we have made when:
The lived experience of children, young people and their parents and carers tells us:
They can access and thrive in social opportunities in their communities.
There is an increase in belonging to local community with increased attendance at a universal community offer.
They are able to easily access the family hubs offer and this is helping.
Young people are able to access the community and can travelling independently.
There is an increased feeling of safety within communities for children and young people.
Priority four – access to inclusive health
“Right help, right place, while we wait.”
Whilst some children and young people wait for assessments and results, support is still required. By widening the offers of support into family hubs and health on the high street, more families with receive help and support at the right time.
Our local area SEND partnership will:
Reduce the waiting times for assessment, integrate pathways and assessments where appropriate, and make sure these are well understood including right to choose options.
Bring health and local services together, delivering support within communities.
Develop a staff training programme that will improve awareness of SEND for the health workforce to improve understanding and increase access to services and support.
Expand the 'offer while you wait' for any service with a waiting list, and a health professionals’ SEND awareness plan (with feedback loops from young people).
Even better will include:
Clear, easy read explanations of health pathways.
Support available while waiting (for any service, not just autism).
More SEND trained staff in GPs, hospitals and mental health services.
Community based health options so that children and young people have less travel time and less missed learning.
A reduction in waiting times for health assessments.
We will know we have got this right when:
There are revised pathways and routes to support.
We have a development of a community-based health offer for children and young people with SEND aged 0 to 19.
There is a diagnostic pathway for learning disability.
The offer whilst wait is expanded to include all pathways for assessment and support.
There is a training offer for health partners to develop understanding of SEND.
Impact – we will know the difference we have made when:
The lived experience of children, young people and their parents and carers tells us:
They have been supported well while they wait for an assessment.
They are able to access the right services at the right time and that they are inclusive and responsive to meet their needs.
They felt listened to and understood when accessing health services.
Priority five – readiness for adulthood
“Different journeys, same right to a good life.”
Readiness looks different for each child or young person. Housing choices (including trainer flats) and life-skills learning should be available for all. Increased understanding of SEND and inclusion will support sustainable employment opportunities.
Our local area SEND partnership will:
Develop readiness for adulthood in conjunction with the preparation for adulthood service. Supporting young people to build skills and make choices that fit their lives.
Provide wider accommodation options such as supported living, trainer flats, accessible private rentals and clear routes for adaptations.
Promote life-skills learning such as budgeting, cooking and healthy relationships into youth offers and education.
Include sibling support.
Ensure leaders from housing and employment co-own this priority with education so that pathways, information and support are consistent and easy to navigate.
Even better will include:
Clear information on housing routes, supported living, private rentals and adaptations.
Trainer flats or safe practice spaces to develop independence skills.
Life skills education (budgeting, cooking, healthy relationships) built into youth groups and education.
Better employment support and understanding of SEND and inclusion for employees.
We will know we have got this right when:
There is development of wider housing opportunities for young adults with SEND.
There is accessible information to support life skills and choices.
There are increased employment opportunities for young people with SEND.
We have a developed youth offer that includes life skills.
Resources are available to support life skills for children and young people with SEND.
Impact – we will know the difference we have made when:
The lived experience of children, young people and their parents and carers tells us:
There is an increase in young people with SEND accessing housing opportunities.
They have enough information to make informed choices.
Young people successfully secure sustainable employment.
They access the youth offer and this supports their healthy relationships and life skills.
They have a greater sense of independence.
Implementing the plan
From 2026 and for the next 4 years we will, as a partnership, implement our SEND and Alternative Provision Strategy. We will deliver through the implementation plan and progress will be overseen by the Local Area SEND and Alternative Provision Partnership Board.
Glossary
Term | Explanation |
|---|---|
Alternative provision / AP | A place where children get extra support to learn when mainstream school is difficult. AP offers smaller classes and tailored help, with the aim of continuing education and returning to school where possible. |
Commissioning / commissioning cycle | Commissioning means planning and choosing the right services to help people. The commissioning cycle is the steps used to check what is needed, plan support, arrange services and review if they are working. |
Community routed front door / single point of access | A front door or single point of access is one clear place where people can ask for help. Staff listen, check what support is needed and help the person find the right service. |
CPD | CPD stands for continuing professional development. It means training and learning that helps adults get better at their job. |
Economically vibrant | Economically vibrant means a place has lots of jobs, businesses and chances for people to learn, work and do well. |
EHCP | An education, health and care plan (EHCP) is a legal plan for a child or young person who needs extra help with education. It explains their needs, the support they should get and the goals they are working towards. |
Fair Access Panel
| A Fair Access Panel helps children who do not have a school place, or who need extra help finding the right school if they have been permanently excluded. The panel looks at what each child needs and helps decide the best school place for them. |
Governance / school governance
| Governance is a group of people who help make important decisions and check that things are working well. They help make sure money is used wisely and that services are safe, fair and effective. |
Graduated response
| A graduated response is the steps a school uses to understand a child’s needs, plan support, try it out and check if it is helping. |
Great Childhoods Ambition | A plan to help every child and young person have the best possible childhood. It gives children chances to learn, explore, make friends, stay healthy, and achieve their dreams, no matter where they start in life. The ambition is built around helping children to belong, explore, dream, grow and connect. |
Green Panel | The Green Panel is a group of people from different services who work together to help children and young people when they are having difficulties in school. They look at what support is needed and help schools find the right help early, before problems get bigger. |
Index of multiple deprivation / deprivation | Deprivation means not having enough of the things people need for a good life, such as money, good housing, healthcare, education, or safe places to live and play. The index of multiple deprivation helps show which areas may need more support. |
Integrated Care Board / ICB | An Integrated Care Board, or ICB, is an NHS group that plans health services for a local area. It helps doctors, hospitals and other services work together to meet people’s needs. |
Key levers and enablers | Key levers and enablers are the important things that help a plan work well. They can include people, money, training, good communication and clear decisions. |
Learning difficulty | A learning difficulty means someone finds some parts of learning harder than other people their age. They may need extra help with things like reading, writing, maths, remembering information, or concentrating. |
Learning disability | A learning disability is a lifelong condition that affects how a person learns and understands new things. They may need extra support with learning, daily life or being independent. |
Local Area Partnership | A Local Area Partnership is a group of local services, such as education, health and care, that work together to support children and young people with SEND. |
Local Offer | A Local Offer is information from the local council about support for children and young people with SEND. It helps families find services, advice and help in their local area. |
National Youth Strategy | The National Youth Strategy is a government plan to help young people do well. It focuses on giving young people support, safe places, opportunities and a chance to have their voices heard. |
NEET | NEET means a young person is not in education, employment or training. This means they are not at school, college, work or on a training course. |
Offer while you wait | An offer while you wait is help, advice or support given while a person is waiting for a service, assessment or decision. |
Preparation for adulthood | Preparation for adulthood means helping a young person get ready for adult life. This can include planning for work, learning, health, friendships and living as independently as possible. |
Quality assurance (QA) | Quality assurance means checking that work, services or support are good enough and doing what they should. It helps people find what is working well and what needs to improve. |
Relational approaches | Relational approaches mean building strong, safe and trusting relationships. Adults use kindness, listening and respect to help children and young people feel supported and ready to learn. |
SEND | SEND means special educational needs and disabilities. It means a child or young person may need extra help to learn, communicate, move around or manage everyday life. |
SEND Community Consortium | A SEND Community Consortium is a group of local people and services who work together to support children and young people with SEND in their community. |
SEND reforms | SEND reforms are changes to how children and young people with SEND get help. The aim is to make support earlier, fairer and easier to understand. |
SEND strategy | A SEND strategy is a plan that explains how local services will support children and young people with SEND. It says what needs to improve and how people will work together to make this happen. |
SEND support | SEND support is extra help given in school, nursery or college for a child or young person with SEND. Staff look at what they need, plan support, put it in place and check if it is helping. |
Special educational needs | Special educational needs means a child or young person may need extra help to learn. This could be because learning, understanding, communication, behaviour or physical needs are harder for them. |
Strategic context | The big picture behind a plan. It explains what people are trying to achieve, why it matters, and how different actions work together to reach a goal. |
Strategic decision-making | Strategic decision-making means making important choices that help a plan or service improve over time. These decisions look at the bigger picture and what will help people most. |
Sufficiency strategy | A sufficiency strategy is a plan to make sure there are enough places, services or support for the people who need them, now and in the future. |
Systemic change | Systemic change means making changes across a whole system, not just one part. It helps people, services and plans work better together over time. |
Targeted Early Help Service | Targeted Early Help Service is extra support for children, young people and families who need help with things that may be affecting their wellbeing, learning, or daily life. It helps find solutions early and connects families with the right services and make a plan. |
Team around the school model | A team around the school model means different services work together with a school to support children and young people. They share ideas, plan help and try to solve problems early. |
Trauma informed | Trauma informed means understanding that difficult or scary experiences can affect how someone feels, behaves and learns. Adults respond with kindness, safety and support. |
Whole system approach | A whole system approach means everyone works together across a whole service or area, not just one part. It helps people share ideas, solve problems and make support better. |